In Search of Master Negotiators: A Negotiation Competency Model

Over the last four decades, the field of negotiation has become a fully recognized academic discipline around the world and negotiation courses and competitions have become increasingly popular. Although it is believed that negotiators may be trained and that negotiation is a skill that can be taught and evaluated, the question of how to assess negotiation performance systematically and comprehensively remains largely unanswered. This article proposes a negotiation competency model for evaluating negotiation performance. The model includes a set of selected negotiation competencies together with proficiency levels and their behavioral indicators. Our goal is to help scholars design more effective negotiation courses and fairer negotiation competitions, improve negotiation pedagogy, and train negotiators who are well prepared to handle conflicts in our increasingly complex society.     

The Fog of Negotiation: What Negotiators Can Learn from Military Doctrine

On the surface, warfare and negotiation may seem to be polar opposites. The objective in war is to defeat the enemy. In negotiation, the goal is to find a solution that satisfies all the parties. Not surprisingly, little cross‐learning and exchange has occurred across the two domains. In spite of important differences, however, the dynamics of war and negotiation have much in common. Specifically, both involve the interaction of motivated agents with distinct interests, perceptions, and values (especially in high‐stakes contexts). As a result, robust strategy, creativity, and nimble tactics are essential both on the battlefield and at the bargaining table. Just as negotiation theory could be enriched by principles of maneuver warfare, military doctrine offers officers and soldiers a potentially useful foundation to better understand and manage the negotiation process, especially in complex, cross‐cultural contexts.     

From Aristotle to Sadat: A Short Strategic Persuasion Framework for Negotiators

Persuasion is undoubtedly a critical negotiation skill. But while the literature has examined its role in negotiation, few, if any, scholars or practitioners have offered a clear strategic framework for putting persuasion into negotiation practice. The ethos, pathos, and logos modes of persuasion elucidated by Aristotle in the fourth century B.C.E. provide a clear, understandable, and easy‐to‐apply framework that students and trainees can use to prepare for negotiation, to deploy during the negotiation process, and to conduct debriefings following a negotiation. In this article, I describe how to apply this Aristotelian framework and explain an additional dimension of persuasion in negotiation that I believe is also critical: timing. Through the real‐world example of Anwar Sadat and his trip to Jerusalem, I demonstrate how this framework has worked in practice.     

欧美关系重塑: 构建从盟友到伙伴的新平衡

欧美关系发展和转型将对世界格局演变产生重要影响。拜登政府重新重视盟友、重回多边主义的对外政策,为欧美关系的修复带来新希望。但是,国际格局变化和秩序重塑、欧美各自内部政治和社会分化等结构性力量,决定了双方关系转型进程不可逆转。欧美战略日益疏离、利益不断偏移、认同逐渐弱化,决定了大西洋关系整体走向弱化,将从盟友关系向更加平衡的伙伴关系转型。     

Gender and Negotiation in the Small: Are Women (Perceived to Be) More Cooperative than Men?

We surveyed research by experimental economists that examines gender differences in negotiation in the context of two simple, two-player games. Our purpose is to uncover empirical regularities in the results that might be useful to teachers or practitioners of negotiation. In the dictator game, one player unilaterally determines the division of a fixed amount of money. In the ultimatum game, one player offers a division and the other must accept or reject that offer; if rejected, both players receive a zero payoff. The results have shown that, on balance, women tend to be more egalitarian than men, to expect and ask for less in the negotiation. Women also seem to be more responsive to the context of a negotiation and are less likely to fail to reach an agreement than men. These differences are small, however, in comparison with differences in expectations about what women and men will do. We conclude that stereotyping is alive and well in negotiations and that this can help or hinder negotiation outcomes, depending on the context.     

From Lab Experiments to Real Negotiations: An Investigation of International Iron Ore Negotiations

Negotiation researchers have conducted a large number of experimental lab studies to identify the factors that affect negotiation outcomes, but it remains unclear whether those results can be generalized to real‐world negotiations. To explore this question, we analyzed the dynamic international iron ore annual negotiations that took place from 2005 to 2009. We found evidence that supports two important findings from previous experiments. Specifically, we focused on the impact of negotiators’ best alternatives and first offers on negotiation prices using multiple case study analysis. We found that iron ore prices increased more when the gap between the previous year's negotiated price and the price on the alternative spot market, a public market in which commodities are traded for immediate delivery, was larger, which suggested that buyers were sensitive to the strength of this alternative, supporting the literature on the role of alternatives. We also found that the first offer price significantly influenced the final price. Our findings extend two important experimental findings from the negotiation literature to large‐scale business negotiations in the real world.     

Making Things More Public: On the Political Responsibility of the Media Intellectual

Rosen, Jay. (1994). Making Things More Public: On the Political Responsibility of the Media Intellectual. Critical Studies in Mass Communication, 11(4), 363–388.     

Negotiation Pedagogy: Learning to Learn

Negotiation Journal -     

More than Just a Footnote: Constructing a Theoretical Framework for Teaching about Gender in Negotiation

The dominant paradigm in teaching about gender issues in negotiation over the past 25 years has been to treat the subject as one of difference — men negotiate one way, and women negotiate another way. While this can provoke interesting discussions, there are pitfalls in treating gender in this way. The author suggests two other ways to approach the subject matter: viewing gender as emergent in the negotiation process or taking a gender relations perspective that highlights some of the invisible aspects of negotiation. The author suggests ways to teach about gender in negotiation courses from each of these perspectives; these newer ways of teaching about gender in negotiation help make it a more integral part of the curriculum.     

Making the Most of the First‐Offer Advantage: Pre‐Offer Conversation and Negotiation Outcomes

Why do some negotiators benefit from making the first offer during negotiations while others do not? This study explores the contents of conversations that take place before negotiators make their first offers in order to learn more about the differences between ultimately successful first offers that benefit from anchoring effects and ultimately unsuccessful ones in which negotiators apparently derive no benefit from making the first offer. In‐depth qualitative analyses of the conversations that role players engaged in prior to their first offers were conducted in simulated negotiation exercises. Their analysis identified five different conversational tactics that negotiators employed in one‐on‐one negotiations to gain power in the negotiation, or what they call here “power conversation tactics.” Their findings suggest that the negotiation outcome (i.e., net value) was related to how the negotiators employed and combined these tactics during the pre‐offer conversation. Based on these findings, they conceptualized four types of power‐gaining/power‐losing pre‐offer conversation scenarios and explored the link between negotiation outcomes and each of these types of pre‐offer conversations. This study further develops the literature on power dynamics and conversations in negotiations as well as the literature on the anchoring effect of a first offer.     

Building a Negotiation Research Agenda for the Millennium

Negotiation Journal -     

Alternative Models of the Future of Negotiation Research

In January of 1999, leading negotiation scholars and practitioners gatheredat Northwestern University for a conference sponsored by the HewlettFoundation. Here, we chronicle a conversation that occurred regardingnegotiation research. Our diverse group consisted of people with backgroundsin social psychology, anthropology, sociology, and clinical practice.We discussed issues surrounding where research takes place (in the lab orin the field), experimental participants (students or practicing professionals),and the ultimate value of research.     

Beyond Instrumentalism: A Relational Approach to Negotiation

Instrumentalism, the philosophy that rational people will behave in ways that promote self‐interest, is often the default assumption that scholars and practitioners rely upon when interpreting and predicting human behavior in negotiations. Instrumentalism, however, need not be the only lens through which negotiators and negotiations are viewed. In this article, we discuss some of the problems associated with too heavy a reliance on instrumentalism and propose an alternative relational approach, one in which negotiators see themselves as agents embedded in a system of relationships, who are motivated to understand and advance the welfare of others. We discuss some of the characteristics that differentiate negotiators who adopt a relational versus instrumental approach and invite scholars and practitioners to consider the implications of viewing negotiations through a more relational lens.     

Improvisation and Negotiation: Expecting the Unexpected

Negotiators must improvise. As the negotiations process unfolds, they work with new information, continually making decisions along the way to achieve favorable results. Skilled improvisational jazz musicians and actors perform in similar ways: they repeatedly practice song chord progressions and notes or scene guidelines before a performance; then, during the performance, they work with the information or the music they hear in order to react and respond, making decisions along the way to produce dazzling music or a compelling scene. In this article, two experts in negotiation, a jazz-improvisation scholar, a former member of an improvisational theater troupe, and a psychotherapist versed in therapeutic improvisational techniques explore the improvisational nature of negotiation.
Several aspects of negotiation are similar to improvisation. Both negotiators and improvisational performers need to have a similar mind-set to be successful, both need to recognize and/or change that mind-set at times, and both must craft creative solutions. But there are some significant differences between improvisational performance and negotiation practice, which this article also notes. For example, personal charisma ("star quality") is a common attribute of successful performers, but not something negotiators may always rely on. Similarly, improvisational artists usually work as a team, while a negotiator is often on his or her own. Nonetheless, the incorporation of improvisation techniques into the negotiation skills repertoire holds great promise for practicing negotiators and is a worthy topic of future negotiation research and teaching.     

The Deceptive Simplicity of Teaching Negotiation: Reflections on Thirty Years of the Negotiation Workshop

What is required for effective teaching depends on the goal of the effort, and our criteria for success should be much more demanding than positive ratings from participants. If the goal is to improve participants' effectiveness as negotiators, we need a proven theory and associated skills. In the absence of robust confirming empirical data, which is still mostly lacking, we can take some confidence from qualitative evaluations. But whether or not we have a proven theory, the pedagogical task is complex and challenging, calling for a variety of sophisticated techniques deployed by a skilled instructor committed to joint learning. This article tells the story of some of the instructors' pedagogical learnings in thirty years of teaching the pioneering Negotiation Workshop at Harvard Law School, many of which now have empirical support. It also suggests some areas and tools for more experimentation in future advanced courses.     

Emotions in Negotiation: How to Manage Fear and Anger

When emotions run amok, negotiators lose perspective and make serious mistakes or perform poorly. The authors describe emotions, explore their origins, detail their physiology, demonstrate their key role in human behavior (particularly in negotiation), and propose a series of recommendations for dealing with fear and anger, two critical emotions in negotiations.